It is always helpful to have a lab that can be adapted to meet the needs of students. The "Magnesium Lab" is one of these experiments.
One aspect of Argument Driven Inquiry that has not been discussed here is the peer editing piece. I have succesfully tried it out with my own students.
Observe both an exothermic and an endothermic reaction/process as I use a modified propane torch in the video demonstration.
Several teachers I know have had circumstances present themselves in which they may not always be able to provide lab experiences in a traditional lab setting. They still want to provide students with rigorous problem solving situations that require students to use the scientific method. Could rigorous take home labs possibly be the answer?
I teach in a school that was originally designed to be an “open air” school. The school was built with support walls all on the outside of the building. The building, built in the 1970’s, was built with “classrooms without walls”.
Students broke up into teams with the question, "Do bowling balls sink or float in water?".
Since I am unable to attend BCCE this year, I am asking for readers to consider two things to help me out. First, if you are attending BCCE, I hope you will submit a blog post to ChemEd X outlining at least one thing you learned. Second, I hope to find one or more teachers willing to try out Flipgrid and open our classrooms to share what we are teaching/learning.
I attended a presentation that provided a couple of great ideas for improving on traditional worksheets and bell ringers by using Google Slides.
